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6.10 Year 6: T - layout devices [for example, headings, sub-headings, columns, bullets, or tables, to structure text]

image of 6.10 Year 6: T - layout devices [for example, headings, sub-headings, columns, bullets, or tables, to structure text]
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This resource is part of our grammar curriculum
Real Grammar
  • Covers every objective for years 1-6
  • Five-step sequence ensures deep understanding
  • Includes asssessment and revision tools

This Real Grammar KS2 resources pack provides everything that you need to explore how a range of layout devices can be used to organise writing with your pupils in Year 6 or to revisit this learning. Teaching slides, worksheets, games and an opportunity to apply the new learning in a writing task are all included to create a complete resource to learn when various layout devices could be used.

Pupils should be familiar with headings and subheadings, first introduced in Year 3. They will also need to be familiar with paragraphs to group related material. A Year 4 Real Grammar resource pack on the use of paragraphs is available to revisit or teach this if needed.

This resource pack looks at the use of bullet points as a layout device. Teaching slides and resources on how bullet points are punctuated are included in the Year 6 Real grammar resource pack on bullet points.

What are layout devices?

Headings and subheadings

A heading is a title at the head of a page or the section of a book and a subheading is a heading or title given to a section or paragraph within a main piece of writing.

Headings and subheadings are more regularly seen in non-fiction writing. Headings tell the reader what the whole piece of writing is about. Subheadings help to organise the information on the page for the reader, breaking it into smaller sections making it easier to read. They are designed to stand out and grab the reader’s attention, guiding them through the text and informing them what the next section of text is about. this can encourage them to continue to read.

Bullet points

Bullet points are used to list information. This draws attention to important information. Colons are usually used to introduce bullet points.

If the information after the bullet point is not a complete sentence, the bullet points do not need to be punctuated.

Tigers are found in the following countries:

  • Russia
  • North Korea
  • China
  • India

If the information after the bullet point is a complete sentence, it should be punctuated with a capital letter and full stop.

In the wild, tigers face many threats:

  • Their habitats are being destroyed.
  • Poachers hunt and kill tigers so that parts of their bodies can be used for medicine.
  • Tigers are killed or captured if they come to close to communities in the hunt for food.

Labelled diagrams

A labelled diagram is a drawing, chart or graph used to help the reader visualise something. Complicated information can be shown more clearly on a labelled diagram.

Tables

Tables are used to organise information, particularly numerical data. The reader can quickly read the information as a table presents this clearly.

Images with captions

An image can help to illustrate or show an example of something in the text. These should have a caption to tell the reader what the image is and why it is there. Captions also help the visually impaired when reading digital texts as the caption can be read aloud, explaining what the image is for the reader.

What is included in this resource pack?

This pack is divided into five parts:

TEACH

This section includes PowerPoint teaching slides and teaching notes with an optional script to introduce subjects and objects of verbs. It can also be used to revisit this aspect of grammar with pupils.

PRACTISE

An independent activity for pupils to practise using what they have been taught, allowing teachers to assess understanding.

REVISIT

A series of short, 10-minute activities that can be used following the TEACH session to revisit and rehearse what has been taught. These may be short writing tasks, grammar games or editing/proofreading activities.

APPLY

A short writing task where pupils can use the grammar skills taught in context to produce independent writing.

REVISE

Five SATs style test questions, including cloze activities and multiple choice quiz questions, based on the grammar that has been taught.

Teachers can choose which section of the resource pack to use according to their pupils’ needs and could use the activities over a series of lessons or weeks

Teacher notes are provided to show how these quality resources could be used with pupils.

How is this resource differentiated?

The PRACTISE and REVISE sections include three activities differentiated for three levels of ability:

  • Worksheet 1 for pupils who may need support. Questions will have a lower cognitive domain (what is being asked of pupils) and/or vocabulary used may be simplified where possible.
  • Worksheet 2 for pupils working at age related expectations.
  • Worksheet 3 for pupils who may need an additional challenge and may be working at a greater depth in this area. Questions will have a higher cognitive domain with more challenging vocabulary.

SUPPORT and CHALLENGE ideas are also included in the teacher notes of each section where relevant, with ideas of how to support pupils working towards the expected standard or at greater depth in this area.

What pupil-facing resources are included?

  • TEACH

    PPT slides; model text ‘Suspension Bridges’

  • PRACTISE

    Practise 1, Practise 2 and Practise 3 worksheets

  • REVISIT

    Game 1, game 2

  • APPLY

    Planning sheet, types of bridges image cards

  • REVISE

    PPT slides; Revise 1, Revise 2 and Revise 3 worksheets

Answer sheets for all worksheets are provided, where appropriate.

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